- Professional overview
Dr. Krainovich-Miller is a Clinical Professor and the Associate Dean of Academic and Clinical Affairs at NYU College of Nursng. She is a national certified psychiatric mental health clinical nurse specialist and holds a doctorate in nursing education from Columbia University, Teachers College. Her responsibilities include the accreditation of the programs and oversight the Offices of Academic Clinical Affairs, Advising and Learning Development, Student Services and Admissions, and Clinical Simulation Learning Center. She was recognized by the National League for Nursing as a first inductee of their Academy of Nursing Education Fellows (ANEF) for her enduring and sustained contributions and visionary nursing education leadership and her ability to influence health care policies and practices was inducted as a fellow of the Academy of Nursing (FAAN). Dr. Krainovich-Miller is also involved in interdisciplinary initiatives such as with the NYU School of Medicine's simulation collaborations with nursing and medical students and their C21 Curriculum Committee. She has a track record of obtaining significant Advanced Nursing Education HRSA grants to increase the use of simulation in the classrooms and the diversity of the students entering the Nursing Education and Psych Mental Health Nursing MS programs.
1988, EdD, Nursing Education, Columbia University, Teachers College
- Professional membership
Alumni Association of Hunter-Bellevue School of NursingAmerican Academy of NursingAmerican Association of Higher Education (AAHE)American Association of University Professors (AAUP)American Association of University Women (AAUW)American Dental Education Association (ADEA)American Nurses Association (ANA) via NY State Nurses AssociationAmerican Psychiatric Nurses Association (APNA)Eastern Nursing Research Society of MARNA/NEON (Charter member)John Dewey Circle of the Teachers College, Columbia University FundNACLI, District 14New York Long Island Nursing Diagnosis Group (NYLINDA)New York State Nurses Association (NYSNA)North American Nursing Diagnosis Association (NANDA) InternationalNursing Education Alumni Association (NEAA), Teachers College, Columbia University (Life Time Member)School of the Holy Child Alumni AssociationSigma Theta Tau International (STTI) Alpha Omega ChapterSigma Theta Tau International (STTI) Upsilon ChapterSociety for Education and Research in Psychiatric-Mental Health Nursing (SERPEN)Society for Simulation in Health Care (SSHC)Society for Simulation in Healthcare (SSIH)Southern New York League of Nursing (SNYLN)The Council for the Advancement of Nursing Science
Assessing weight perception accuracy to promote weight loss among U.S. female adolescents: a secondary analysis.Yost, J., Krainovich-Miller, B., Budin, W., & Norman, R. (2010). BMC public health, 10, 465, 10.1186/1471-2458-10-465
Overweight and obesity have become a global epidemic. The prevalence of overweight and obesity among U.S. adolescents has almost tripled in the last 30 years. Results from recent systematic reviews demonstrate that no single, particular intervention or strategy successfully assists overweight or obese adolescents in losing weight. An understanding of factors that influence healthy weight-loss behaviors among overweight and obese female adolescents promotes effective, multi-component weight-loss interventions. There is limited evidence demonstrating associations between demographic variables, body-mass index, and weight perception among female adolescents trying to lose weight. There is also a lack of previous studies examining the association of the accuracy of female adolescents' weight perception with their efforts to lose weight. This study, therefore, examined the associations of body-mass index, weight perception, and weight-perception accuracy with trying to lose weight and engaging in exercise as a weight-loss method among a representative sample of U.S. female adolescents.
Behavioral health home careKrainovich-Miller, B. & Rosedale, M. (1999). Advanced practice nursing in psychiatric and mental health care, 337-357,
Critical reading strategies: Overview of the research processKrainovich-Miller, B., LoBiondo-Wood, G., & Haber, J. (2002). Nursing research: Methods, critical appraisal, and utilization, 33-50,
Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students.Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). The Journal of nursing education, 48, 186-95,
The TREAD Evidence-Based Practice Model is a framework for faculty to use in graduate research courses so students can become excellent consumers of the best available evidence to use in their clinical decision making in the practice setting. This model is based on competency in information literacy as the basis for developing evidence-based search strategies to find, appraise, and synthesize Level I evidence, including systematic reviews, meta-analyses, and evidence-based practice guidelines. This model emphasizes the use of standardized critical appraisal tools, such as the Critical Appraisal Skills Programme (CASP) or Appraisal of Guidelines for Research and Evaluation (AGREE), to facilitate user-friendly rapid appraisal of Level I evidence. Faculty are challenged to embrace this paradigm shift, to unlearn how they learned, and to teach their graduate research course focusing on the importance of Level I evidence to enable their graduates to make informed advanced practice decisions and improve patient outcomes.
Gathering and appraising the literatureFulton, S., & Krainovich-Miller, B. (2010). Nursing research: Methods and critical appraisal for evidence-base practice, 56-80,
Improving Diagnostic Accuracy Using an Evidence-Based Nursing ModelLevin, R.F., Lunney, M., & Krainovich-Miller, B. (2005). Int J Nursing Term Class, 15, 114-122, 10.1111/j.1744-618x.2004.tb00008.x
Literature reviewKrainovich-Miller, B. (2002). Nursing research: Critical appraisal, and utilization, 77-105,
Measuring cultural awareness of nursing students: a first step toward cultural competency.Krainovich-Miller, B., Yost, J. M., Norman, R. G., Auerhahn, C., Dobal, M., Rosedale, M., … Moffa, C. (2008). Journal of transcultural nursing : official journal of the Transcultural Nursing Society / Transcultural Nursing Society, 19, 250-8, 10.1177/1043659608317451
This pilot study was designed to measure nursing students' level of cultural awareness. It replicated phase II of Rew, Becker, Cookston, Khosropour, & Martinez's (2003) methodological study that developed and tested a Cultural Awareness Scale (CAS). Using a cross-sectional design, the CAS was distributed to nursing students in three nursing programs' (bachelor's, master's, doctoral) beginning and end courses. Cronbach's alpha for the CAS Total instrument was 0.869, with subscale scores ranging from 0.687 to 0.902, comparable to the findings of Rew et al. Given the limitations of this study, results must be viewed with a degree of caution. Recommendations include further educational research in the form of psychometric testing of the CAS among nursing students, including refinement of both the CAS instrument and the demographic tool. The authors also recommend that studies be conducted to determine the validity and reliability of the CAS with nurses in the health care arena.
Mentoring: The essential ingredient in developing the next generation of nursing leadersKrainovich-Miller, B., & Fulmer, T. (2007). New York University College of Dentistry Global Health Nexus, 9, 21-24,
Nursing diagnosis in education: Significance for nursing educationKrainovich-Miller, B., Frauenfelder, F., & Mueller-Staub, M. (2012). Nanda International Nursing diagnoses: Definitions and classification 2012-2014, 90-98,
Research news you can use: Base your practice on evidence: Can falls be prevented?Krainovich-Miller, B. (2009). New York Nurse, 40, 11,
SHAPING THE ADVANCED PRACTICE PSYCHIATRIC-MENTAL HEALTH NURSING ROLE: A FUTURISTIC MODELMadeline A. Naegle, Barbara Krainov (2003). Issues in Mental Health Nursing, 22, 461-482, 10.1080/01612840119731
The research process: Integrating evidence-based practiceLoBiondo-Wood, G., Haber, J., & Krainovich-Miller, B. (2006). Nursing research: Methods and critical appraisal for evidence-based practice, 27-45,
Transforming a graduate nursing curriculum to incorporate evidence-based practice: The New York University experienceKrainovich-Miller, B., & Haber, J. (2006). Teaching evidence-based practice in nursing: A guide for academic and clinical settings, 165-192,